Comparison of the effectiveness of mindfulness-based stress reduction and self-regulated learning on the mental vitality of female students

Document Type : Research Paper

Authors

1 PhD student in Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

2 2. Assistant Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

3 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran

4 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

Objective: The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and self-regulatory learning on increasing the mental vitality of female students.
Methods: The method of the present study was experimental with pre-test design, multi-group post-test with control group. Among female high school students in Ardabil in the academic year 2018-2019 (3150 people) by cluster random sampling method and based on the desire of the subjects, 150 students in two experimental groups and a control group were selected and the Ryan and Frederick mental vitality questionnaire as a measurement tool. They gave. Bowen & Marlatt (2011) mindfulness training program and self-regulatory training program (Pintrich, 2011) were used as an intervention in the present study. Univariate and multivariate analysis of covariance were used to test the research hypotheses.
Results: The results showed that mindfulness and self-regulated learning had a significant effect on increasing the mental vitality of female students (P<0.001) and in general, the effectiveness of mindfulness-based stress reduction on increasing the mental vitality of female students was more than the self-regulated learning method (p <0.05).
 Conclusion: This study has many experimental, research and practical implications for increasing students' mental vitality.

Keywords

References

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Journal of School Psychology
Volume 11, Issue 1
May 2022
Pages 6-16

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